School planning in teacher conception: a reflection on pedagogical praxis

Abstract

This article presents a reflection on pedagogical praxis from a qualitative research developed in discipline Projeto Integrado de Prática Educativa III (PIPE III) of the mathematics course at Faculdade de Ciências Integradas do Pontal in the Universidade Federal de Uberlândia (UFU-FACIP). The objective of this investigacion was to analyze the different methodologies of pedagogical praxis of a math teacher, seeking to understand the implications that planning can bring to the classroom context. The research consisted of interviewing a high school math teacher, showing your posture involving conceptions and praxis of teaching, as well as allowed for initial reflections. It was noted the need for readjustment of the planning done by the teacher with the reality and the dialogue on teacher-student relationships, highlighting difficulties and teaching elements that surround the process of teaching and learning in Mathematics.

Keywords

• planning
• pedagogical praxis
• mathematics
• dialogue